Dyslexia Information
Every Child a Reader
In the White River School District (WRSD), our mission is to ensure high levels of learning for every student, preparing them for success beyond high school. Reading is a cornerstone of this mission. To support early literacy, we screen students for progress in reading skills in the fall, winter, and spring annually.
Early Literacy and Dyslexia
WRSD is committed to supporting students with early literacy challenges, including dyslexia. Dyslexia is defined as a specific learning disorder, neurological in origin, that affects word recognition, spelling, and decoding. These difficulties often result from a phonological processing deficit, which can impact reading comprehension, vocabulary development, and overall academic success.
WRSD is committed to supporting students with early literacy challenges, including dyslexia. Dyslexia is defined as a specific learning disorder, neurological in origin, that affects word recognition, spelling, and decoding. These difficulties often result from a phonological processing deficit, which can impact reading comprehension, vocabulary development, and overall academic success.
Key Characteristics of Dyslexia
- Difficulty processing speech sounds and manipulating individual sounds in words
- Challenges with reading and spelling, particularly in connecting letters to sounds
- Potential problems with vocabulary acquisition, reading comprehension, and written expression
- Not related to intelligence, motivation, or sensory capabilities
- Not caused by visual problems or inadequate instruction
For further details, refer to the OSPI Implementation Guide: Early Screening of Dyslexia.
- Difficulty processing speech sounds and manipulating individual sounds in words
- Challenges with reading and spelling, particularly in connecting letters to sounds
- Potential problems with vocabulary acquisition, reading comprehension, and written expression
- Not related to intelligence, motivation, or sensory capabilities
- Not caused by visual problems or inadequate instruction
For further details, refer to the OSPI Implementation Guide: Early Screening of Dyslexia.
Background Information
In 2018, the Washington State Legislature passed E2SSB 6162, defining dyslexia and directing schools to implement plans to address students' needs. Since Fall 2023, WRSD has adopted evidence-based dyslexia interventions and instructional practices rooted in the Science of Reading for grades K-2, including using materials from the University of Florida Literacy Institute (UFLI). Additionally, WRSD employs a Multi-Tiered System of Support (MTSS) to address academic, behavioral, and social-emotional barriers to student success, and teach students skills regarding what they need, when they need it.
In 2018, the Washington State Legislature passed E2SSB 6162, defining dyslexia and directing schools to implement plans to address students' needs. Since Fall 2023, WRSD has adopted evidence-based dyslexia interventions and instructional practices rooted in the Science of Reading for grades K-2, including using materials from the University of Florida Literacy Institute (UFLI). Additionally, WRSD employs a Multi-Tiered System of Support (MTSS) to address academic, behavioral, and social-emotional barriers to student success, and teach students skills regarding what they need, when they need it.
Literacy Screening and Dyslexia
WRSD administers literacy screeners to all K-2 students as required by state law. WRSD uses Aimsweb PLUS as its screening tool, which is state-approved and fully compliant with E2SSB 6162. These brief assessments identify students who may have reading difficulties associated with dyslexia. With this information, students needing additional support receive skill-specific targeted interventions.
WRSD administers literacy screeners to all K-2 students as required by state law. WRSD uses Aimsweb PLUS as its screening tool, which is state-approved and fully compliant with E2SSB 6162. These brief assessments identify students who may have reading difficulties associated with dyslexia. With this information, students needing additional support receive skill-specific targeted interventions.
Learn more about our literacy screener
AimswebPlus Parent Guardian Letter English
AimswebPlus Parent Guardian Letter Spanish
OSPI Resources Educational Information for Parents and Families
Assessments
WRSD uses screening assessments three times per year to identify potential literacy challenges. Depending on the grade level, here are the specific measures:
WRSD uses screening assessments three times per year to identify potential literacy challenges. Depending on the grade level, here are the specific measures:
- Phoneme Segmentation Fluency: Measures sound awareness
- Letter Naming Fluency: Assesses recognition of letter names
- Letter Word Sound Fluency: Assesses recognition of letter sounds
- Nonsense Word Fluency: Evaluates letter-sound knowledge and blending
- Oral Reading Fluency: Assesses reading fluency in passages
- Rapid Automatized Naming (RAN): Measures the ability to quickly name familiar items (administered in winter for - kindergarten and first grade)
These assessments are part of the AimswebPLUS system, ensuring compliance with state standards and supporting data-driven instruction to meet individual student needs.
Talking About Early Literacy Challenges
Early identification and intervention are key to preventing more severe reading difficulties. WRSD encourages collaboration between educators and families to support student success. If your child is identified as needing additional support or you receive information about potential reading challenges, please remember:
It’s a proactive step: Early intervention is a positive approach to ensure your child receives the help they need to thrive. Identifying challenges early prevents larger issues later.
Early identification and intervention are key to preventing more severe reading difficulties. WRSD encourages collaboration between educators and families to support student success. If your child is identified as needing additional support or you receive information about potential reading challenges, please remember:
It’s a proactive step: Early intervention is a positive approach to ensure your child receives the help they need to thrive. Identifying challenges early prevents larger issues later.
Reading support is common: Many students need extra help in specific areas. This does not reflect on your child’s intelligence or potential but highlights an opportunity to strengthen their skills.
You are not alone: Our educators are here to partner with you in supporting your child’s learning journey.
Dyslexia support works: WRSD employs instructional practices and interventions to support students. With targeted interventions and consistent support, students with dyslexia can overcome challenges and excel academically.
Family and Caregiver Discussion Guide: Click here (available in multiple languages)
Educator Discussion Guide: Click here
Frequently Asked Questions
Why is my child being screened? Early screening identifies potential reading difficulties, enabling timely intervention and support. Proactive measures prevent challenges from escalating.
Does the screener diagnose dyslexia? No. Screeners identify students who are likely to need additional support in reading. A formal dyslexia diagnosis requires additional evaluation by medical professionals.
What kind of help will my child receive? Students identified with weaknesses in phonics or phonological awareness receive targeted, explicit instruction to build these foundational skills.
What factors contribute to reading difficulties? Challenges may stem from:
- Gaps in prior instruction or practice
- Multilingual learning environments
- External factors such as trauma or attendance issues
Dyslexia may also be a factor, especially if difficulties persist despite targeted instruction.
Resources for Families